Investigating The Effectiveness of The 9-Stage Cycle Teaching Model (9E) In Science Teaching on Students' Conceptual Understanding And Academic Motivation

Document Type : Research Paper

Authors

1 PhD Candidate in Educational Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, East Azerbaijan, Iran.

2 Professor of Educational Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, East Azerbaijan, Iran.

https://www.doi.org/10.34785/J012.2022.041

Abstract

In all developing countries, science education is considered one of the most important cornerstones of sustainable development and special attention is paid to it. If the quality of science education is favorable; Today's students, who form the main body of tomorrow's society, do not stay away from the cycle of education, progress, coordination and synchronization with scientific and industrial development, and they find the ability to step by step with the global development of science and information industry. to develop and update and finally be citizens who are compatible with the changing society (Shafii Sarostani, & Daraei emarati , 2021). The changes in today's world have made the learning of learners face with transformation (Andini, Hedayat, Fazleh and Permana, 2018). Experimental science as an applied science is known as the basis of inventions and discoveries and has affected various aspects of life, especially in industrialized countries, and has become one of the competitive issues among countries. International associations and centers have also conducted comparative studies in order to improve the curriculum of experimental sciences in different countries. The Thames studies, as the largest and most important international comparative study, is one of the most important fields of competition between countries. The main goal of the Timms study is to gain a deeper understanding of how students master the content, concepts, and methods of mathematics and science that countries expect to learn in elementary and secondary schools. With repetitive questions, TEAMS provides the possibility to check the process and compare the performance of students (Jaafari, Kiamenesh and Karimi, 2017). The evaluation results of these studies in 2015 have shown that Iran ranked 27 out of 39 in eighth grade science and 43 out of 47 in fourth grade science among countries (Martin, Mollis, Foy and Stenko, 2016), which confirms the poor performance and It is very low among Iranian students compared to other countries (Kiamenesh, 2006). Traditional teaching approaches are still used in science classes in primary schools. In a teacher-centered class, students listen to the teacher's explanations of concepts without participating in learning. This issue is a common procedure for students who passively receive the information provided by the teacher in a classroom and consider what the teacher says as the final truth (Karpodovan, Zain, and Chandrasagaran, 2017). Today, instead of relying on passive methods, teachers in their classrooms should try to create a constructive and purposeful interaction between them and students. A good teaching method guarantees learning, and choosing a suitable teaching method with the content is one of the main pillars of good learning. Nowadays, the most important goals of education and meaningful learning cannot be achieved by using traditional teaching methods that only emphasize on the reservations of the learner and the passive student and the teacher is the only active element of the class. One of the goals of current education is to help learners so that they can use their knowledge effectively, and since the life of every field of human knowledge is constantly shortened and new rules are constantly replacing them, Therefore, learners should be equipped with learning knowledge and skills so that they never get stuck. Achieving these goals requires the use of active and new methods in teaching. Among these methods is the learning cycle model (9E), which is based on the constructivist approach, and its purpose is to help students give meaning and understand scientific ideas, improve their scientific reasoning, and increase participation. They are in class. This model helps students to understand the content and apply scientific concepts and processes in real situations and creates suitable conditions to display their thoughts and ideas, which is an important factor in the success of science. Students are in science class. In this model, with the support of the teacher, instead of emphasizing the correct answers, the students focus on the thinking process, and this improves their academic motivation, increases their activity and learning. Most of the researches conducted with cyclical teaching model (9E) have been done to determine its effectiveness on improving self-efficacy, mathematical reasoning ability and problem solving skills; Therefore, it is necessary to study the effect of this method on other variables, such as conceptual understanding and academic motivation, which was the aim of this research. Also, the researches conducted in the field of teaching and teaching the content of the fifth grade textbooks, especially the science course, have been studied mostly by cyclic models (5E) and (7E), which lacks internal research done with the teaching model. Cyclical (9E) and the need to pay attention to students' understanding of concepts as much as possible and deeper, creating academic motivation in them doubled the necessity of conducting this research. Therefore, The aim of the current research was to determine the effectiveness of the 9-stage cyclical teaching model (9E) in science teaching on conceptual understanding and academic motivation. The research method was a semi-experimental type, in which a pre-test-post-test design with a control group was used. The statistical population includes all fifth grade male students of West Azarbaijan province; Khoy city was in the academic year of 2021-2022, from which 60 students were selected by cluster sampling method and assigned to two experimental and control groups. The research tools included a teacher-made conceptual understanding test and Harter's academic motivation questionnaire. All subjects of the experimental and control groups were evaluated before and after the training using a teacher-made conceptual understanding test and an academic motivation questionnaire. The subjects of the experimental group received 9-step cycle teaching model (9E) in science lesson for twelve 45-minute teaching sessions. The control group also received the traditional (usual) teaching method at the same time. Data analysis was done with various descriptive and inferential statistical methods and techniques, including mean, standard deviation, covariance analysis and using spss26 software. The findings showed the positive effect of the 9-step cyclical teaching model (9E) on the conceptual understanding and academic motivation of the students, which has led to a significant improvement in the conceptual understanding and academic motivation of the experimental group compared to the control group.

Keywords

Main Subjects


 Abdi, A., & Safari, I. (2018). “The effectiveness of education based on the seven-stage learning cycle model (7E) on the motivation to learn in experimental sciences”. Scientific Quarterly Research Journal, 14(58), 94-71.                 
Akar, E. (2005). Effectiveness of 5E learning model on students’ understanding of acid-base concepts. Unpublished master thesis, Middle East Technical University, Turkey 
Allen, P., & Bennett, K. (2008). SPSS for the health & behavioural sciences. Thomson.
Ameri, M. (2021). Analysis of the methods of teaching and teaching experimental science courses in elementary school, the fourth international conference of psychology, educational sciences and social studies, Hamedan.
Andini, T. E., Hidayat, S., Fadillah, E. N., & Permana, T. I. (2018). Scientific process skills: Preliminary study towards senior high school student in Palembang. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(3), 243-250.
Anisah, F., & Syukri, M. (2020). The effectiveness of 7E learning cycle model to improve student motivation in work and energy topic. In Journal of Physics: Conference Series. 1460)1( p. 012136. IOP Publishing.
Bahrani, M. (2009). The study of validity and reliability of Harter’s Scale of Educational Motivation. Journal of Psychological Studies, 5(1), 51-72.
Bani Ardalan, Sh. (2016). The effect of educational design based on the seven-stage learning cycle model on the academic progress and improvement of creativity of sixth grade elementary students. Master's thesis, Payam Noor University, Kermanshah branch
Beyene, K. M., & Yimam, J. A. (2016).Multilevel analysis for identifying factors influencing academic achievement of students in higher education institution: the case of Wollo University. Journal of Education and Practice, 7 (13): 17-23.  
Cakır,‌ N.‌K. ‌(2017). ‌Effect‌ of‌ 5E ‌Learning‌ Model‌ on‌ academic‌ achievement,‌attitude‌and‌science‌ process‌skills:‌Meta‌ـ‌analysis‌study.‌Journal of Education and Training Studies, 5(11), 157-170.
Clark, M. H., & Schroth, C. A. (2018). Examining relationships between academic motivation and personality among college students. Learning and individual differences, 20(1), 19-24.
Correiro, E. E., Griffin, L. R., & Hart, P. E. (2008). A constructivist approach to inquiry-based learning: A TUNEL assay for the detection of apoptosis in cheek cells. American Biology Teacher, 70 (8), 457-460.
Dehghan Manshadi, M., Bavieh Soltanzade, S., & Hemati, H. (2021). Designing a Pattern for Educational Motivation Growth in Elementary School Students According to the Grounded Theory.
Eynipour, J., Rezazadeh, A., & Hashemi, N. (2019). Predicting academic motivation based on   individual factors (case study: Amin University of Police Sciences). Scientific Journal of Law Education, 7(27), 417-456.
Froiland, J. M., & Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educ. Psychol. 34, 119–132.  
Garcia I Grau, F., Valls, C., Piqué, N., & Ruiz-Martín, H. (2021). The long-term effects of introducing the 5E model of instruction on students’ conceptual learning. International Journal of Science Education, 43(9), 1441-1458.
George, R. (2006). A cross‐domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International journal of science education, 28(6), 571-589.
Habibi, H., Mahmoudi, F., Khodayari Shawti, S., & Babazadeh Hassoni, Z. (2019). Investigating the effectiveness of the implementation of the "School Smarting Plan" and its relationship with the learning-oriented atmosphere, Journal of Education Research, 6(21), 47-64.
Habibi, K. R., & Bahadori, K. J. (2019). The ettect of innovative teaching model and learning based on 7E model with improve creative thinking students.
Henry, A., & Thorsen, C. (2018). Teacher–student relationships and L2 motivation. Mod. Lang. J. 102, 218–241.         
Howard, J. L., Bureau, J., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323.
Jahdi, R. (2017). The effect of Bayabi educational design model (5E) on critical thinking and creativity of sixth grade students. Master's thesis in the field of educational psychology, Faculty of Educational Sciences and Psychology, Tabriz University.
Karpudewan, M., Zain, A. N. M., & Chandrasegaran, A. L. (2017). Overcoming Students' Misconceptions in Science. Springer Nature Singapore Pte Limited
Kaur, P., & Gakhar, A. (2014). 9E model and e-learning methodologies for the optimisation of teaching and learning. In 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE) 42-347.
Kazemi Fard, D., Mikaili Mani, F., & Isa-Zadegan, A. (2018). Investigating the relationship between scientific epistemological beliefs, motivation and self-efficacy of learning science with the concepts of learning science among students of basic sciences at Urmia University. Bi-Quarterly Journal of Cognitive Strategies in Learning, 7(13), 21-48.
Khalq Elah, M. (2013). Comparison of the effect of education based on multiple intelligences and the conventional method on the learning of science lessons of 7-8 years old female students of primary schools in Shiraz in the academic year of 2013-2014. Master's thesis. Islamic Azad university. Arsanjan unit.
Kiamanesh, A. R. (2006). The role of students’ characteristics a family background in Iranian student’s mathematics achievement.Contexts of learning mathematics and sciences, lessons learned from TIMSS. London & New York Routhedge.
Kiamanesh, A. R., & Mearaji, S. (2011). Study the relationship between science self-concept, attitudes toward sciences and importance of science on academic performance of 8th grade students in Iran and Sweeden. New Educational Approaches, 6(2), 23-40.
Komikesari, H., Anggraini, W., Asiah, N., Dewi, P.S., Diani, R., & Yulianto, M.N. (2020). Effect size test of 7e learning cycle model: conceptual understanding and science process skills on senior high school students. Journal of Physics: Conference Series, 1572.
Koniceck-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. NSTA Press: Arlington.
Marfilinda, R., Rossa, R., Jendriadi, J., & Apfani, S. (2020). The Effect of 7E Learning Cycle Model toward Students' Learning Outcome of Basic Science Concept. Journal of teaching and learning in elementary education (JTLEE), 3(1), 77-87.
Martin, M. O., Mullis, I. V., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 International Results in Science. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands
Maskur, R., Latifah, S., Pricilia, A., Walid, A., & Ravanis, K. (2019). The 7E learning cycle approach to understand thermal phenomena. Jurnal Pendidikan IPA Indonesia, 8 (4), 464-474.
Miles, J., & Banyard, P. (2007). Understanding and Using Statistics in Psychology: A Practical Introduction. London: SAGE
Moradian, B. (2017). The effect of the learning cycle based on the structuralist approach on academic success and attitude towards mathematics in sixth grade students of Helilan district. Master's thesis, field of educational sciences, Payam Noor University, Kermanshah Center
Mubarokah, F. A., & Nasrudin, H. (2020). Improvement of Self-Efficacy and Student Learning Outcomes on Acid Base Material Using 9E Learning Cycle Model. In International Joint Conference on Science and Engineering (IJCSE 2020) (pp. 199-202). Atlantis Press.
Myers III, R. E., & Fouts, J. T. (1992). A cluster analysis of high school science classroom environments and attitude toward science. Journal of Research in Science teaching, 29(9), 929-937.
Nademi, M., Mohammadi-Aria, A., & Khoini, S. (2021). The causal model of the relationship between social environment perception and academic motivation with the mediating role of academic expectations, documentary styles, and academic emotions, Children's Mental Health Quarterly, 8(3), 102-118.
Naemi, A.M., Karimi, A., & Faqihi, S. (2019). The effect of teaching learning cycle model based on constructivist approach on academic motivation and creativity of seventh grade female students, Journal of Cognitive Strategies in Learning, 8(14), 163-186.
      Nugent, T. T. (2019). The impact of teacher-student interaction on student motivation and achievement. University of Central Florida.
Palmer, D. H. (2009). “Students’ interest generated during an inquiry skills lesson”. Journal of Research in Science Teaching, 46(2), 147-165.
Rakhman, P. A., Suryadi, D., & Prabawanto, S. (2019). Mathematical communication of junior high student based on the conceptual understanding of triangle. In Journal of Physics: Conference Series 1157) 4), p. 042115. IOP Publishing.
Rayan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definetions and new directions: Contemporary Education al Psycholog, 25, 54-67.
Reiff, R., Harwood, W. S., & Phillipson, T. (2002). A Scientific Method Based upon Research Scientists' Conceptions of Scientific Inquiry.   
Riveiro, J. M. S., Suarez, A. P. F., Sanchez, V. R., & Menendez, A. Z. (2016). Incidencia de las estrategias motivacionales de valor sobre las estrategias cognitivas y metacognitivas en estudiantes de secundaria. Rev. Complut. Educ, 27, 421–435.                                                  
Sarac, H. (2018). The effect of learning cycle models on achievement of students: A meta analysis study. International Journal of Educational Methodology, 4 (1), 1- 18.
Shafii Sarostani, M., & Daraei Emarati, A. (2021). Constructivist curriculum design and its effect on the academic performance of sixth grade students in experimental sciences. Educational Research Quarterly of Farhangian University, 7(27), 27-49.
Shafiee, N., Behroozi, N., Shehni Yailagh, M., & Abolghasemi, M. (2019). The causal relationship between perception of constructive learning environment and Individual systemic thinking with tendency to lifelong learning, mediated by intrinsic motivation in undergraduate students of Shahid Chamran University of ahvaz. Journal of Educational Scinces, 25(2), 109-130.
Shirzadi, M., & SHeykholeslami, R. (2021). Ethical manners of education: the mediating role of academic conflict in the relationship between academic motivation and academic avoidance. The Quarterly Journal of Ethics in Science and Technology, 16(1), 51-59.
Slavin, R. (2006). Educational psychology (8th edition). Translated by Seyed Mohammadi, Yahya (1387), Tehran: Rawan Publishing House.
Ugulu, I. (2020). Gifted students’ attitudes towards science. International Journal of Educational Sciences, 28(1-3), 7-14.
Uulgan, M. A., & Akkuzu, N. (2014). A look at the academic intrinsic motivations of teacher candidates. Educational Sciences in Theory and Practice, 14(1), 7-32.
Widiyatmoko, A., & Shimizu, K. (2018). An overview of conceptual understanding in science education curriculum in Indonesia. In Journal of Physics: Conference Series, 983(1), 1-7.
Yadigaroglu, M., & Demircioglu, G. (2012). The effect of activities based on 5e model on grade 10 students’ understanding of the gas concept. Procedia-Social and Behavioral Sciences, 47, 634-637.